Open AccessFormative assessment in postgraduate medical education - Perceptions of students and teachers
Author(s) -
Seema Sharma,
Vipin Sharma,
Milap Sharma,
Bhanu Awasthi,
Sanjeev Chaudhary
Publication year - 2015
Publication title -
international journal of applied and basic medical research/international journal of applied and basic medical research
Language(s) - English
Resource type - Journals
eISSN - 2248-9606
pISSN - 2229-516X
DOI - 10.4103/2229-516x.162282
Subject(s) - formative assessment , summative assessment , credibility , focus group , medical education , perception , psychology , qualitative research , mathematics education , medicine , political science , sociology , social science , neuroscience , law , anthropology
One of the most important factors of medical education that can revolutionize the learning process in postgraduate students (PGs) is assessment for learning by means of formative assessment (FA). FA is directed at steering and fostering learning of the students by providing feedback to the learner. However, though theoretically well suited to postgraduate training, evidence are emerging that engaging stakeholders in FA in daily clinical practice is quite complex.